Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in ENGLISH LANGUAGE TEACHING | ELT2110017 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to introduce students to the principles, techniques, and applications of drama in English language teaching. It seeks to develop an understanding of drama as a pedagogical tool that fosters communication, creativity, collaboration, and intercultural awareness. Through exploring a range of approaches—including process drama, storytelling, psychodrama-inspired methods, digital drama, and school performances—the course encourages students to critically engage with drama-based practices and to apply them in ways that enhance learner participation, oral fluency, and language skills integration. |
| Course Content | This course contains; Introduction to the course,Eğitimde Drama ve Drama Yoluyla Öğrenme,Drama Techniques: Warmers and Games ,Leading and Managing Drama ,Drama Techniques: Storytelling and Story Drama,‘Dramatic’ Language Learning in the Classroom ,Drama and Language Skills Integration,Teacher Strategies for Drama in ELT,Oracy through Drama ,Psychodrama-Inspired Techniques in ELT,Virtual Worlds for ELT Drama, Digital Storytelling, and Machinama for ELT ,Drama for School Performances and Special Days ,Drama for School Performances and Special Days.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identifies fundamental concepts of drama in education and its role in language learning. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | |
| Describes key drama techniques such as warmers, games, storytelling, role play, and digital drama tools. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Explains how drama supports language development, oracy, and integration of language skills. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Analyzes strategies for leading, managing, and adapting drama activities in ELT classrooms. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Applies drama-based methods to design and implement activities that enhance communication and learner engagement. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Creates lesson plans, student performances, and personal frameworks that integrate drama into English language teaching. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 24: Mind Map Technique, 31: Storytelling Techniques, 33: Station Technique , 36: Peer Teaching Technique, 5: Cooperative Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Teaching materials prepared by the course instructor. |
| 2 | Eğitimde Drama ve Drama Yoluyla Öğrenme | Kitson, N., & Spiby, I. (2002). Drama 7-11: Developing primary teaching skills. Routledge. Unit 1 – 2 |
| 3 | Drama Techniques: Warmers and Games | Godfrey, T. (n.d.). Drama in the classroom: 9 innovative activities to inspire and engage. International Training Institute (ITI). |
| 4 | Leading and Managing Drama | Baldwin, P. (2009). School Improvement Through Drama: A creative whole class, whole school approach. Network Continuum Education. Chapter 3 |
| 5 | Drama Techniques: Storytelling and Story Drama | Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 2 |
| 6 | ‘Dramatic’ Language Learning in the Classroom | Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 1 |
| 7 | Drama and Language Skills Integration | Baldwin, P. (2009). School Improvement Through Drama: A creative whole class, whole school approach. Network Continuum Education. Chapter 1 – 2 |
| 9 | Teacher Strategies for Drama in ELT | Kitson, N., & Spiby, I. (2002). Drama 7-11: Developing primary teaching skills. Routledge. Unit 3 |
| 10 | Oracy through Drama | Prendiville, F., & Toye, N. (2007). Speaking and listening through drama, 7-11. SAGE / Paul Chapman Publishing. Part 1. Chapter 3 |
| 11 | Psychodrama-Inspired Techniques in ELT | Altınay, D. (2018). Psikodrama 400 Isınma Oyunu ve Yardımcı Teknikler. Epsilon Yayınları. |
| 12 | Virtual Worlds for ELT Drama, Digital Storytelling, and Machinama for ELT | Teaching materials prepared by the course instructor. |
| 13 | Drama for School Performances and Special Days | Teaching materials prepared by the course instructor. |
| 14 | Drama for School Performances and Special Days. | Teaching materials prepared by the course instructor. |
| Resources |
| Altınay, D. (2018). Psikodrama 400 Isınma Oyunu ve Yardımcı Teknikler. Epsilon Yayınları. Baldwin, P. (2009). School Improvement Through Drama: A creative whole class, whole school approach. Network Continuum Education. Chapter 1 – 2 – 3 Godfrey, T. (n.d.). Drama in the classroom: 9 innovative activities to inspire and engage. International Training Institute (ITI). Kitson, N., & Spiby, I. (2002). Drama 7-11: Developing primary teaching skills. Routledge. Unit 1 – 2 – 3 Prendiville, F., & Toye, N. (2007). Speaking and listening through drama, 7-11. SAGE / Paul Chapman Publishing. Chapter 3 Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 1 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Term Project | 4 | 6 | 24 | |||
| Presentation of Project / Seminar | 6 | 6 | 36 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 2 | 8 | 16 | |||
| Total Workload(Hour) | 130 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(130/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DRAMA in ENGLISH LANGUAGE TEACHING | ELT2110017 | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to introduce students to the principles, techniques, and applications of drama in English language teaching. It seeks to develop an understanding of drama as a pedagogical tool that fosters communication, creativity, collaboration, and intercultural awareness. Through exploring a range of approaches—including process drama, storytelling, psychodrama-inspired methods, digital drama, and school performances—the course encourages students to critically engage with drama-based practices and to apply them in ways that enhance learner participation, oral fluency, and language skills integration. |
| Course Content | This course contains; Introduction to the course,Eğitimde Drama ve Drama Yoluyla Öğrenme,Drama Techniques: Warmers and Games ,Leading and Managing Drama ,Drama Techniques: Storytelling and Story Drama,‘Dramatic’ Language Learning in the Classroom ,Drama and Language Skills Integration,Teacher Strategies for Drama in ELT,Oracy through Drama ,Psychodrama-Inspired Techniques in ELT,Virtual Worlds for ELT Drama, Digital Storytelling, and Machinama for ELT ,Drama for School Performances and Special Days ,Drama for School Performances and Special Days.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identifies fundamental concepts of drama in education and its role in language learning. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | |
| Describes key drama techniques such as warmers, games, storytelling, role play, and digital drama tools. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Explains how drama supports language development, oracy, and integration of language skills. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Analyzes strategies for leading, managing, and adapting drama activities in ELT classrooms. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Applies drama-based methods to design and implement activities that enhance communication and learner engagement. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Creates lesson plans, student performances, and personal frameworks that integrate drama into English language teaching. | 10, 15, 16, 19, 24, 31, 33, 36, 5, 8 | A, B, C |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 24: Mind Map Technique, 31: Storytelling Techniques, 33: Station Technique , 36: Peer Teaching Technique, 5: Cooperative Learning, 8: Flipped Classroom Learning |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Teaching materials prepared by the course instructor. |
| 2 | Eğitimde Drama ve Drama Yoluyla Öğrenme | Kitson, N., & Spiby, I. (2002). Drama 7-11: Developing primary teaching skills. Routledge. Unit 1 – 2 |
| 3 | Drama Techniques: Warmers and Games | Godfrey, T. (n.d.). Drama in the classroom: 9 innovative activities to inspire and engage. International Training Institute (ITI). |
| 4 | Leading and Managing Drama | Baldwin, P. (2009). School Improvement Through Drama: A creative whole class, whole school approach. Network Continuum Education. Chapter 3 |
| 5 | Drama Techniques: Storytelling and Story Drama | Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 2 |
| 6 | ‘Dramatic’ Language Learning in the Classroom | Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 1 |
| 7 | Drama and Language Skills Integration | Baldwin, P. (2009). School Improvement Through Drama: A creative whole class, whole school approach. Network Continuum Education. Chapter 1 – 2 |
| 9 | Teacher Strategies for Drama in ELT | Kitson, N., & Spiby, I. (2002). Drama 7-11: Developing primary teaching skills. Routledge. Unit 3 |
| 10 | Oracy through Drama | Prendiville, F., & Toye, N. (2007). Speaking and listening through drama, 7-11. SAGE / Paul Chapman Publishing. Part 1. Chapter 3 |
| 11 | Psychodrama-Inspired Techniques in ELT | Altınay, D. (2018). Psikodrama 400 Isınma Oyunu ve Yardımcı Teknikler. Epsilon Yayınları. |
| 12 | Virtual Worlds for ELT Drama, Digital Storytelling, and Machinama for ELT | Teaching materials prepared by the course instructor. |
| 13 | Drama for School Performances and Special Days | Teaching materials prepared by the course instructor. |
| 14 | Drama for School Performances and Special Days. | Teaching materials prepared by the course instructor. |
| Resources |
| Altınay, D. (2018). Psikodrama 400 Isınma Oyunu ve Yardımcı Teknikler. Epsilon Yayınları. Baldwin, P. (2009). School Improvement Through Drama: A creative whole class, whole school approach. Network Continuum Education. Chapter 1 – 2 – 3 Godfrey, T. (n.d.). Drama in the classroom: 9 innovative activities to inspire and engage. International Training Institute (ITI). Kitson, N., & Spiby, I. (2002). Drama 7-11: Developing primary teaching skills. Routledge. Unit 1 – 2 – 3 Prendiville, F., & Toye, N. (2007). Speaking and listening through drama, 7-11. SAGE / Paul Chapman Publishing. Chapter 3 Winston, J. (Ed.). (2012). Second language learning through drama: Practical techniques and applications. Routledge. Chapter 1 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |